Study On How To Set Questions Based On Daily Life For The Subject Of Chinese In High Schools

In recent years, constant innovations have been carried out to the examination of the subject of Chinese in high schools and have achieved encouraging results, but the proportion of"questions based on daily life"is obviously low. By referring to CNKI, we can see that researches on"questions based on daily life"are not adequate.Setting questions based on daily life has a wide range of inevitability. It is characterized by the nature of language subjects, which is the need for the authentic assessment to language proficiency, the construction of eco-humanistic curriculum. This article attempts to explore the feasibility of ideas or methods to increase the scientificalness of examinations of the subject of Chinese and promote its leading role in education and teaching under the support and guidance of scientific education theory.Senior high school questions base on daily life are not born out of thin air, with constructivist theory, multiple intelligence theory and the authenticity of the assessment severing as its theoretical basis; some western countries, Mainland China and Taiwan provide quite a lot of inspiration. This thesis argues that the questions base on daily life in high school examinations are based on the new high school course objectives of the subject of Chinese, which create "real" life situations to examine students'abilities to analyze and solve the problems with their Chinese proficiency. There are five differences between questions based on daily life and other questions, namely, situational, application, integration, guidance and openness.In general, the "three elements" of questions refers to the evaluation contents, the problem situation and the method of questioning. Only their combination is possible to set high quality questions, so is the questions based on daily life. After the intensive researches to course objectives and evaluation of proposals of the new curriculum standard , the thesis sums up eight questions evaluating the content and specific requirements from the point of view of from the basic knowledge, oral communication, ancient poetry, innovative applications, explore life , reading comprehension, common practical writing, writing and other senior Chinese point of view of life to extract the sum of the 8 questions evaluating the content and specific requirements.This thesis examines the evaluation of content based on location, explained the strategy of each proposition, and cites examples of propositions designed to be understood. Evaluation A of the content of the problem situation appropriately set multiple choices through questions based on life to examine Chinese basic knowledge. Evaluation B requires to properly handle the relationship between the internal context and external context when oral communication questions are setting. Evaluation C required students to master famous ancient poetry and text content, thoughts and feelings, etc. to enhance language appealing and persuading force. Evaluation D examines innovative application language skills. Evaluation E examines students'explosive ability through living philosophy type, commentaries essay type, view type of debate, drawing meaning-based and other kinds of questions and offer advice and suggestions based on living inquiry ability test. Evaluation G examines the mastery and utilization of practical writing test by setting questions of information read the type, format specification type, words accurately type, language style and other questions. Evaluation H focus on writing based on daily life.With the development and maturity, Chinese tests based on daily life will certainly make the"Chinese courses break the 'Knowledge Centrism' and strengthen the links of Chinese teaching and life, to develop their language skills, through their language practices", leaving the Chinese education becoming " the guide of living practice, the source of the meaning of life, and the home to spiritual growth ."...